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The opportunities in teaching abroad

//  by Admin

Teaching abroad is no longer seen as a sideways move that could harm career progression. Steve Caulfield of the Alice Smith School, Kuala Lumpar, describes some of the opportunities

An increasingly diverse choice of where to work is now a real option for professional, career-minded teachers.

Long gone are the days when a move to teaching overseas was seen as a ‘sideways move’ that could jeopardise your career path or progression upon your subsequent return to the UK. Forward thinking employers in the UK no longer see teaching overseas as ‘time-out’ or some sort of sabbatical. Indeed, quite the opposite; many value the international, multi-cultural experience(s) you will acquire, look favourably on the personal spirit, energy and commitment your initial application and move will have demanded and, not least, give credit to the adjustment(s), cultural sensitivity and flexibility you must demonstrate to make your time teaching and living abroad a success.

The last 10 years have seen a significant increase in the number of reputable British curriculum schools overseas. We have witnessed rapid expansion in the number of British curriculum schools in the Middle East (Dubai especially), North America (Chicago, New York, Houston and Washington), the Far East (Shanghai and Beijing) and Eastern Europe (the Czech  Republic, Slovakia  and Russia).

A number of well established and highly regarded public schools in the UK have branched out overseas such that there is now a Harrow School in Bangkok, a Dulwich in Shanghai and a Repton School soon to open in Dubai. Whether you are primary or secondary trained, there now exists a real opportunity for you to work overseas in British curriculum schools of the highest standard.

You have a global career that offers a global choice. The trick is, of course, all about making the right choice. In the box below you will see just some of the questions you may want to consider to help you make the right choice and get the right school.

British schools overseas
Apart from those catering for the children of British forces and EU personnel, British schools overseas are privately run. The Council of British International Schools (COBISEC) website describes the situation thus:

‘There is a wide variety of British private schools worldwide, large and small, some primary, some secondary and others all age schools. Some have been founded by companies, others by individuals, while others are owned by parents or by teachers. It should be borne in mind that the British government plays no part whatsoever in authorising or monitoring these schools, and while many may be excellent educational institutions, this may not always be the case.’

The website also points out that the name ‘British school’ does not necessarily imply that a school follows the British curriculum, but that some schools describing themselves as ‘international schools’ may nonetheless do so.

Overseas recruitment
Gabbitas Education Consultants say that most good schools are seeking qualified teachers with at least three years’ experience and that primary generalists and secondary teachers of  maths, science and English are the most sought after.

Teaching in a British curriculum school overseas: questions to ask

  • Is the school accreditated with any professional body? Several reputable organisations now ‘badge’ many of the leading British curriculum schools overseas:
    • BISW – British International Schools Worldwide
    • ECIS – European Council of International Schools
    • CIS – Council of International Schools
    • BSME – British Schools of the Middle East
    • COBISEC – Council of British Independent Schools in European Contries
    • FOBISSEA – Federation of British International Schools in South and East Asia.
  • Read up on your possible host country. Are you comfortable with the cultural, religious and political environment?
  • Ask where staff move on to when they leave. Do they secure employment in good, reputable schools?
  • Is there a comprehensive induction programme whereby new staff are helped to find accommodation, etc. Or are you generally left to sort things out for yourself?
  • Is there a clear and transparent salary scale?
  • Is the salary appropriate to the cost of living in the host country?
  • Are there any references available from ex-staff or opportunities for you to contact existing staff?
  • Check other contractual details such as accommodation details and allowances, medical insurance, education for accompanying children, availability of compassionate leave for family emergencies back in your home country and frequency of paid flights home.
  • Does the school have a development plan outlining its future vision and direction?
  • Ask how long overseas appointed staff normally stay? Do most leave after one contract?
  • Are there good opportunities for professional development and regular in-service training? How does the school keep up-to-date with educational initiatives and trends?
  • Ask to see the school’s examination results: NCTs, GCSE and A-levels.
  • Ask to see any recent Ofsted reports or independent reviews.
  • Are there any currency restrictions in sending money out of your host country?

Category: articles, Teaching and learning

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School Governor

//  by Admin

The work of Ofsted comes under scrutiny from the Commons Education Select Committee

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Nick Holt looks at the future for extended services in the new education landscape

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In a new report, Fulfilling potential, the business role in education, the UK’s largest employers’ body, the CBI, welcomed the coalition government’s reforms for expanding the number of academies and enabling new schools to be set up, which it considers should lead to greater innovation in the classroom

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The new Department for Education demonstrates the unfamiliar look of coalition politics with Liberal Democrat MP Sarah Teather taking on the role of Minister of State for Children and Families under the new Conservative Secretary of State for Education, Michael Gove

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A recent Ofsted report has highlighted the role of governors in evaluating CPD. David Gordon examines the report and other sources of information that will be valuable to governors in this task

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The long-awaited report of the Ministerial Working Group on School Governance comments on the performance of governing bodies and makes recommendations for change. David Gordon examines its findings

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A new report has found that well deployed teaching assistants help raise a school’s attainment. David Gordon looks at the details

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Outstanding e-safety provision requires clear leadership vision and whole-school involvement. David Gordon looks at new recommendations from Ofsted

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What do the four main parties (Labour, Conservative, Liberal Democrat and Green) have to say about education?

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As Bike to School week approaches, David Gordon looks at what governors can do to make sure their school is ‘bike friendly’

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Two recent Ofsted reports highlight the characteristics of schools that have excelled against the odds. David Gordon examines the reports and looks at what governors can do to help their schools achieve and sustain excellence

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As the government warns schools to start planning for a period of austerity, David Gordon rounds up essential information to help your school prepare for the future

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As Ofsted urges schools to make sustainability a top priority in their improvement plans, David Gordon looks at what governors can do to help their school go green

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School business managers may sometimes be called upon to deal with staff behaviour that is causing problems – this week we look at how to deal effectively with this thorny issue

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David Gordon looks at the problem of fraudulent admissions applications and provides a set of common ruses to look out for

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School governors have been told that they can expect to be at the forefront of the government’s latest drive to improve behaviour in schools

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This issue we take a look at ways of bringing governors into the fold when it comes to CPD and improving professional skills

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Modular changes to A-Levels and the introduction of diplomas are just a few changes that have come to the secondary curriculum since September 2008. David Marriott offers a related guide for governors

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Joan Sallis opposes the removal of ‘untrained volunteers’, such as parents and members of the community, from governing bodies – or the attempt to ‘professionalise’ them

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Do we really need governors? Roger Smith considers the governing role of this seemingly random assortment of stakeholders

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A no-nonsense whole school approach to behaviour can be led from the top, says deputy headteacher David Morley, who here shares tips on how

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There is value in building a working link between school governors and school business managers says Crispin Andrews, who strongly advises bringing them into the senior leadership team

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It is important for gifted and talented (G&T) coordinators and leading teachers to garner the support of governors. G&T Update offers suggestions as to how and why governors can be an ally to those working with G&T

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How can a new team of governors work together to make sure that their efforts produce the most effective results possible? Joan Sallis believes a good team of governors needs to be managed from the start

read more school20governor20update2015020x20210-thumbnail-9119362

Author: Edited by David Gordon

School Governor Update delivers news, professional tips and advice for school governors. The perfect companion for members of the school governing body and school leadership team to keep updated on issues most relevant to governors, with a strong editorial focus and digestible in-depth case studies

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As part of Primary Leadership Focus, Jane Golightly considers the important role that governors play in a primary school, and affirms the importance of a good school-governor partnership

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How can the process for meeting the government’s Financial Management Standard be made more manageable for school governors? Lindsey Wharmby offers some tips

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Many schools have rethought their exclusion policies since the sixth day exclusion law was introduced in September 2007. Eileen Field explains the options now surrounding school exclusion

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Joan Sallis looks back at the successes and obstacles she experienced during a year as a primary school governor, and considers the one ahead

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Do you know your way around educational employment law? Does your school’s pay and remuneration package meet or exceed minimum standards? Tamara Ludlow gives a legal overview of essential information for both leadership teams and staff

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We’ve been collecting your stories about the inspiring and encouraging experiences you’ve had at work during 2008. Here is a collection of the leadership and management themed responses you sent to the question, What has been your most positive experience at work this year?

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What are your responsibilities and obligations towards pupils at your school who are disabled? Mark Blois discusses the relevant legislation and explains what you need to know and do

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Michael Segal looks at a legal case where the parents’ religious beliefs demanded that their children have home schooling

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Schools that are properly prepared for employment tribunal hearings can minimise cost and maximise their likelihood of success, writes Tamara Ludlow

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Does your governing body help your school remain accountable, and therefore more efficient? Stephen Adamson looks at how this should be done

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In a move away from strict liability in terms of accidents at school, the courts have said that they are sometimes nobody’s fault. Kris Lines explains

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With the Independent Safeguarding Authority (ISA) due to launch at the end of 2009, Chris Webb-Jenkins takes a look at the practical implications of the complete overhaul of our vetting and barring system

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A headteacher and a governor from Havering report on their experiences of amalgamating an infant school with the neighbouring junior school

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Should we be encouraging school business managers and bursars to progress into headship? Ruth Bradbury, who speaks on financial management at schools, voices her thoughts on the subject, as do three School Financial Management readers

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Mark Chaplin shares insight into how primary headteachers can design a questionnaire for parents that will help them carry out effective self-evaluation at their primary school

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Your teaching staff must have the health and physical capacity to teach, but in assessing this you must make sure you comply with disability discrimination rules, says Yvonne Spencer

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Whose opinion takes precedence in a dispute over provision, asks Michael Segal – parent or local authority?

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Are students and student voice involved in strategic decision making at your school? ‘Learning conversations’ at Rivington and Blackrod High School, near Bolton, means that they are, explains Ingrid Cox

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Is this the last year for SATs? Sam Derby discusses a possible end to SATs, and looks at the opinion that the exams are “too stressful” for young pupils read more

If you work with children or vulnerable adults, there are difficult decisions regarding when to disclose sensitive information. Chris Webb-Jenkins examines the impact of the Safeguarding Vulnerable Groups Act 2006 on this issue

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Admissions authorities and statutory appeal panels can avoid potential litigation from parents by using tactical decision making, says Yvonne Spencer read more

Governors have a great chance to improve pupils opportunities for taking part in physical activity, with the government’s school sport strategy read more

Michael Segal explores a school’s legal position in implementing a reinstatement order, and how far they are obliged to enforce it

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If a child makes a vague allegation is it OK to ask questions? How should an allegation against a member of staff be treated? Jenni Whitehead discusses some of the concerns facing managers when coping with these issues

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Chris Webb-Jenkins walks you through the new vetting and barring regime, which comes into effect in autumn 2008

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Category: articles, Gifted and Talented, Leadership and Management

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Gifted & Talented Update

//  by Admin

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Gifted & Talented Update newsletter keeps you up to date with the latest national and regional G&T initiatives, in addition to giving you the opportunity to learn from examples of good G&T practice and read guidance from your peers working with gifted and talented students

Published 10 times a year Gifted & Talented Update is a unique resource written for G&T Coordinators and leading teachers to support you in your role. It provides readers with all that is new, recommended, interesting, controversial and useful for professionals with an interest in the management and development of G&T provision.

If you are a G&T coordinator or a leading teacher, it is essential that you keep up to date with new initiatives and guidance. You are responsible for taking forward your school, or cluster of schools, in providing high quality education for gifted and talented children and young people, this is where Gifted & Talented Update can help.

This easy to digest publication will support you by allowing you to:

  • Share the experience of your peers through case studies and interviews that highlight examples of best practice
  • Keep up to date with the latest research and policy developments – we bring you the facts and report on the latest professional research and best practice in schools
  • Learn from the experience of G&T specialists and researchers – read their top tips and suggestions for real improvements you can make in your school
  • Share ideas from your region, school and classroom – we give you the opportunity to share your own knowledge, experiences and self-evaluation techniques with other professionals
  • Keep in touch with the work of other G&T coordinators – many articles are written by teachers who have real experience of the work involved
  • Find out about valuable resources and websites.

Here is what a few of our subscribers have to say:

“An up to date, informative and inspiring read full of practical and thought provoking articles.”Janet Gaskell, Teacher Adviser, Lancashire LA 

“The research is cutting edge and we have used many of the ideas in it to good effect for our children’s learning.” David Hennessey, Headteacher, SS Peter and Paul RC Primary School

“Filled with interesting case studies and ideas which I have used or adapted in my own school. It has been particularly helpful for stimulating ideas for stretching G&T students.” Liz Eves, G&T Coordinator, Broadwater School

To experience for yourself the benefits a subscription to Gifted & Talented Update can bring, why not subscribe now risk free? Your subscription can be cancelled at any time, simply return the invoice you recieve to us marked ‘cancel’ and a full refund is given on all un-mailed issues.

Subscribe for two years and save a massive 50% on your second year! (two year prices below include 50% discount)

TO GET THE LATEST PRODUCT INFORMATION PLEASE VISIT OPTIMUS EDUCATION

Category: articles, Gifted and Talented

Listening to the views of very young children

//  by Admin

Some people think that children under five are too young to express opinions, but Sara Bryson and her colleagues found ways of ensuring that babies and children were at the heart of the decision-making processHistorical context

The importance and relevance of listening to the views and experiences of young children is not a new concern; as early as 1924 Susan Isaacs, founder of the Malting House experiential school in Cambridge, promoted the importance of actively listening to the children in our care. In 1989 the United Nations approved the Convention on the Rights of the Child (UNCRC). This set out children’s rights to have their basic needs met in terms of survival, protection, health care, food and water and their rights to the opportunities which help them to reach their full potential through education, play and sport. Specifically, Article 12 of the UNCRC, states that:

‘State Parties shall assure to the child who is capable of forming his or her own opinion the right to express these views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.’  (www.ohchr.org/english/law/pdf/crc.pdf)

The UN convention was subsequently ratified by the United Kingdom government when the committee responsible for this process added a general comment to Article 12: ‘Respect for the views and feelings of the young child. The Committee wishes to emphasize that article 12 applies to both younger and to older children. As holders of rights, even the youngest children are entitled to express their views.’ For many working in the early years field the importance and relevance of listening to young children will not be a new concern, with many early years professionals up and down the country routinely acting on the expressed views and wishes of young children as part of daily good practice. For a long time in this country the concept of participation has been largely concerned with children in the 13- to 19-year-old age range. Traditional decision-making structures are over reliant on the ability to speak and as a result have tended to exclude young children, children and young people with a disability, as well as children and young people who do not have English as a first language. The Children’s Fund helped to redress this imbalance by emphasising the importance of participation work with the five to 13-year-old age range. The introduction of the Every Child Matters agenda and a holistic approach to the 0 -19 age range led many local authorities and services to consider opportunities for participation by the very youngest children. For some the answer was that children under the age of five were too young to express views and opinions. Others knew it was possible but were unsure where to start.


Putting policy into practice

Early years professionals know and understand that young children are skilful and competent communicators from birth, communicating their views and experiences all of the time, through the sounds that they make, their movement and actions. The key role of the adult is to listen, tune in to, document and reflect on this communication. In my previous posts as children’s participation worker and listening to young children officer in Sure Start Local Programmes and children’s centres, I worked with babies, children, parents and practitioners to ensure children were at the heart of decision-making processes. Through careful planning we found ways to involve babies and children in both day-to-day evaluation and strategic decision making.

Evaluating day-to-day services

We often started by involving children in the evaluation of our services, gathering their views alongside the views of parents and practitioners whose views were routinely sought. For example, when a ‘baby social’, an event involving parents with their babies, was about to be rolled out across the programme area we took the opportunity to ask the question, ‘What is the baby social like from the child’s point of view?’ To answer this question we spent six weeks observing four babies who accessed the service. An observation sheet was used to document what the children spent their time doing, how long they played with particular activities, what made them laugh, what made them cry, what caught their attention, what they gazed at and what they reached for. Parents and key workers were also asked for their observations. At the end of the six weeks all of the information was brought together and reviewed. The results were unsurprising. The children favoured heuristic play, treasure baskets, sensory materials, and music, but most of all valued the social interaction with other children. These findings then informed the roll-out of the services across the rest of the Sure Start local programme. We also began to routinely gather the views of young children in evaluations of family fun days. Sometimes the results were shocking. At fun days, we found that while toddlers had a great time there wasn’t anything provided for the babies. We observed babies spending time in prams, becoming frustrated and fed up through being unable to engage in activities. This often resulted in whole families having to leave the event early. As a result we developed a baby tent, to provide babies with a safe place to play and explore.


‘What is it like to be a young child living here?’

Finding ways to involve young children in the strategic decision-making process is far more challenging than listening to and responding to their evaluations of day-to-day activities. In the process of evolving from a Sure Start local programme into a children’s centre we felt we had to include the views of young children themselves. As the complexity of the new arrangements was difficult enough for many professionals to get their head around we had to think creatively about how we were going to include young children. To achieve this we went back to basics and asked the question, ‘What is it like to be a young child living here?’ The results would then guide our thinking about the services that were needed. One hundred and thirteen children under five took part in a series of sensory walks. All were given a disposable camera and asked to record the things that they liked and disliked. By working in partnership with nine local nurseries we were able to cover the whole geographical area of the children’s centre. Children with all levels of language ability were able to take part. Some walked and talked, their comments recorded using a dictaphone. Others just took photos. We walked in small groups of four to eight at a time and followed the children’s interests and the directions they wanted to go in. Once the photos were developed we spent time consolidating our understanding with each child individually. We checked what their likes and dislikes were and made sure we recorded carefully what the children were trying to communicate to us. Each child then chose their favourite photos to display as part of a dissemination event. Children, parents, staff and local decision makers were invited to attend and hear and see what the children had to say. Out of this process we came up with a list of 10 likes and dislikes. Among the most important things to children were:

  • social interaction with both other children and adults
  • open green spaces as play spaces
  • their nursery settings.

The children expressed their concerns about:

  • traffic and road safety
  • the litter which often obstructed their mobility
  • being scared of older children in parks
  • fear of the large amount of derelict housing in the area.

Some of the issues which the children raised – such as the desire to play in open green spaces – could be addressed through the children’s centre. Other matters – such as the concerns over derelict housing – were passed on to relevant agencies in the local council. The fact that this had such an impact on young children was shocking for local councillors to hear. Young children have gone on to be involved in the design of play spaces and to take part in consultation about the new Early Years Foundation Stage.

Further information

Participation Works

: online gateway for information, training, advice and support.
Listening as a Way of Life series, six free downloadable guides including Listening to Babies and How and Why to Listen to Young Children, National Children’s Bureau www.ncb.org.uk
Lancaster, YP, and Broadbent, V (2003) Listening to Young Children, Open University Press
Clark, A, and Moss, P (2001), Listening to Children: The Mosaic Approach, National Children’s Bureau Sara Bryson is senior participation officer at 11 MILLION (formerly the Office of the Children’s Commissioner)

What is 11 MILLION?

The Childcare Act 2006 marks not only the first Act of Parliament dealing exclusively with services for children under five, but also brings with it a legal requirement for local authorities to listen to young children. ‘In discharging their duties under this section, an English local authority must have regard to such information about the views of young children as is available to the local authority and appears to them to be relevant to the discharge of those duties’. The Children Act 2004 also created for the first time the post of children’s commissioner for England, with the mandate to ‘promote the views and best interests of children and young people from birth to eighteen’. 11 MILLION is the organisation led by the children’s commissioner for England, Professor Sir Al Aynsley Green. As the role of the commissioner is to promote the views of children and young people from birth to 18, children under five have been actively included. The five-year strategy of the commission was launched at the Treasury on 16 May 2007. In 2007 this will focus on one theme – ‘Happy and Healthy’ – to achieve maximum impact. As part of this work, they will be looking at what being happy and healthy means to children and young people at three key transitional stages; the transition from early years settings into school; from primary into secondary school and on from secondary school. As part of this process they will be working in partnership with three early years settings across England to gather the views of three- and four-year-olds. The re-branding of the Office of the Children’s Commissioner’as 11 MILLION reflects the fact that there are 11.8m children and young people in England who shape all that it does. The visual images within the 11 MILLION logo were chosen by children and on the design of the website was achieved following consultation to produce an image that was more appealing to young children than the previous text-based Office of the Children’s Commissioner website.

11 MILLION and the Children’s Commissioner will also be working on six spotlight areas in 2007-2008. Full details of this work can be found on the website at www.11MILLION.org.uk. The key to ensuring young children are involved will be their partnership approach with early years professionals. If you would like more information, or are interested in working more closely with them, then visit the website for more details of how to get involved.

Category: articles

assembly – SENCology

//  by Admin

Gareth D Morewood blogged here for two years, 2008-2010. Gareth’s first eBook, The Role of the SENCO: An Insider’s Guide, is now available from the Optimus Education shop.

Thursday 2nd April (2009) was World Autism Awareness Day. This is an important event for schools, especially in light of recent reports that ‘more than half of Britain’s school teachers have never received any training to help them support children with autism’ (In Brief, TES, p. 4, Friday 3rd April). This is despite the fact that 1 in 100 students has needs on the spectrum, which means that one child in every three classrooms needs additional understanding and support.

Our school has developed a fairly revolutionary partnership with a special school to support young people on the autistic spectrum over the last two years — whereby we have students on dual role and they are supported by specialist staff from there — and I think we have a good level of awareness and all staff have received significant training. However, as with any ‘hidden’ disability, we need to work hard and continuously to educate all those involved, especially the peer groups.

In the week running-up to the day itself I delivered assemblies together with the specialist teacher from the school which we have a partnership with. These assemblies were to raise awareness and to set-up activities to be undertaken during form times, in order to promote greater understanding and to support a whole-school approach to becoming more ‘autistim-friendly’.

The assemblies were pretty effective in terms of raising awareness. We began with the students entering the hall to the music of Rory Hoy, a 19-year-old who was diagnosed with autism at the age of five. Having made 30 films (three of which have been shown on the BBC) and now a signed recording artist, he was one of several positive role models being shown on a PowerPoint presentation as the music played, which asked the question ‘What do all these people have in common?’

When settled, we moved onto some general points about what autism is and how young people with needs on the spectrum may find school difficult. Then my colleague read a short passage form the Curious Incident of Dog in the Night-Time, by Mark Haddon. This was really effective, describing the protagonist Christopher’s responses to meeting a policeman and his subsequent inability to deal with questioning.

We then showed a short film about the artist Stephen Wiltshire OBE. After flying over Rome − a city he had never seen before − in a helicopter for only 45 minutes, he spent five days drawing an almost precise replica of the city in minute detail. Showing the sketches that Stephen produced really engaged the students, and many of them stopped me after the assemblies throughout the week to ask me more about it. We even created a follow-up activity for form times so they could have their own go at it, which was to look at a photo of St. Paul’s Cathedral for two minutes and then try and draw it from memory, as accurately as they could.

I then finished off with some ‘Top Tips’ on what a young person with autism wants you to know, adapted from Ellen Notbohm’s book. A really powerful set of assemblies, which led to staff and students alike asking questions, and generally gaining a much better understanding of autism.

We aimed to raise awareness and we certainly did. Young people with autism in schools are at a high risk of bullying and social isolation, so we need to continually raise awareness of it, as well as offer solutions and supportive systems. This assembly was part of our ongoing support for young people in our school who have needs on the spectrum.

Category: articles, Special Educational Needs

Living in a material world: the resourceful teacher

//  by Admin

Bring a variety of teaching resources to lessons if you want to to provoke curiosity and increase motivation, says Philip Drury.

You’ve completed your teacher training, attended in-service courses, been to conferences, bought books and read magazines, but then… you actually have to teach in a classroom. For many, this means following a book and a syllabus quite closely. Invariably, you discover that the contents are not compatible with any interesting materials you already have.

Students often talk about enjoying lessons in which they looked at interesting and flexible ‘materials: indestructible Australian bank-notes, old stamps, picture postcards, photos or even morsels of food to taste! In order to add that little extra spice so often appreciated by our pupils, it is great to have at hand some unusual teaching resources, but it is important to remember that first and foremost, we ourselves are our most important resource – our own positive body language with wise words and a warm voice.

Bringing in a variety of teaching resources to lessons is a very effective way to provoke curiosity and increase motivation. Students are keen to look at, touch or listen to authentic materials that stimulate the visual, kinesthetic or auditory aspects of learning. Readily available materials like films and documentaries, although spanning two learning aspects – visual and auditory – tend to be ‘consumed’ passively, whereas ‘realia’ (real objects in three dimensions) eg a rosary, abacus, small scientific instruments, a model, pieces from inside a computer/TV, an authentic copy of a historical document, a map etc) can be examined hands on and hence make the learning experience more authentic.

It is amazing to see how much attention a suitably presented object can get (like a clue in a detective story) when it is passed around the class. However, as always in teaching, timing is important. It’s not always a good idea to hand round objects during a key moment of class concentration!

Sets of objects for the whole class are wonderful if you have them (Cuisenaire rods, science kits, maps etc) but if you only have a small personal quantity of a particular resource, this can be given to a group while others proceed with another activity. An alternative is to give a part of the material to one group, something else to another and get the groups, to exchange material – the anticipation of new material is intrinsically motivational.

I never forget the interest that I had as a child in our curiosities table at primary school.The teacher put a new item each week on show, and encouraged us to do the same. Older students can get the same pleasure by having a special ‘active space’, which can be simply a notice board to post up their news, ideas, articles, pages printed from internet, song lyrics etc. Remember to encourage pertinent content and good presentation.

Keep your eye open for resources to use in class; they do not always have to be specially ordered or expensive. Keep a blank video ready in case something pops up on the news or take a camera out with you. At art galleries or museums, buy some postcards and remember to pick up an extra few leaflets – even if the quality is not high you could get students to think how they could do it better.

Encourage them to visit a local museum with a critical eye. Realia adds variety, so whatever you use, don’t forget to ‘milk’ the material. Get every penny of educational value from it.

The ‘strategic use’ of traditional resources like the projector, tape recorder, OHP, computer or TV, can still be useful in changing the pace and focus of your lesson. For example, you could dramatically reveal a poster a little at a time on the first showing, to encourage guessing and hypothesising. When using a video don’t just PTB (press the button) – there are so many creative before, during and after activities, which can be used to get the most out of even the shortest video clip. Encourage students to be critical of the presentation, noticing the colours, angles and sounds used. Ask them to think about what was included, how it was presented and also, importantly, what has been left out. This last activity is almost certain to stimulate discussion. They could be invited to create something better for themselves as part of a project.

The use of physical objects in your lesson can be used to complement the general points you are making in your explanation – never undervalue the pictures, charts and diagrams in your teaching materials, which are so often ‘seen and not heard’.

Taking stock of your resources is quite a daunting task, but has its rewards as you often rediscover forgotten material. As they say, ‘If you don’t use it, you’ll lose it’. Never forget to note down who you lend your precious resources to and always write your name and school in books that are yours! Pool your resources with other teachers and invite your students to research and bring materials as resources to the class – you might be surprised at what they come up with.

I know that I have not proposed anything out of the ordinary here, but it helps to remember what effects the small finishing touches have on your lessons.

Take stock of what you have, pool, reuse, collect, create… and above all, use resources to foster memorable hands-on learning. TEX

Resource ideas for your Aladdin’s cave:

  • postcards
  • word cards
  • rubric of terms
  • photos
  • rocks and pebbles
  • fabrics
  • plasticine
  • blocks (rods, Jenga, Lego)
  • short poems
  • prayers
  • quotations
  • toy animals
  • historical artifacts
  • maps
  • mind maps – coloured paper and pens to ‘get the ball rolling’ – show to other teams
  • collage – ‘good and evil’ theme from magazine
  • small demonstration, art attack (how to draw a curve)
  • how many things in a matchbox? What’s in the modern, 80s, 50s pocket?
  • fashion, hair, car, furnishing – talk about differences and trends
  • town and country debate
  • cell phone, calculator, camera – how does it work?
  • dictionary – mono and bilingual
  • song database, film scene, advertisements – sound bite

Philip Dury is a teacher and teacher trainer based in Sicily. He has written for Longman and Burlington Books.

Category: articles

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